Prior Skills: The learners have developed their throwing, catching, hopping, running and kicking skills in the last scheme block to the best of their own abilities. Some of the learners have developed a good mastery of the skills however there are weaker learners in the class who have struggled with these skills. Furthermore some of the learners would not be as fit as other learners in the class and some struggled to get through an entire class.

 

Prior Attitudes: The learners so far have all shown a very positive attitude towards PE class. Last week though there was issues with laces, jewelry and hair not being tied back so I need to make sure that these problems are rectified this week.

Students learn vocabulary related to spike ball and how to distinguish it from its homonyms.

Students develop their oral literacy skills by communicating in class discussions and game situations.

Students respond to written and spoken instructions.

Students fill out questionnaires and write on the whiteboard. 

 Numeracy skills 

Students keep records of scores such as completed scores.

Students add up the scores of teams combined.

Students help to lay out grids in geometric shapes given distances.

Students must divide their teams into two/three for activities.

Students will develop their abilities to work in group/team settings in game scenarios and discussions/questioning on topics.

Students will set plans & goals for themselves and their groups before problems/activities and then find the best strategy to achieve these goals.

Students will use their creativity to solve problems based around skills and gameplay principles.

Glen Resource Hall,Spikeballs x20, Non-Slip Cones,Bibs x 16 (Mixed colours),Questionnaires,Whiteboard & Markers

NSW Department of Education and Communities, 2015, p 3. 

 

The importance of wellbeing is being increasingly highlighted in education in recent years. This is primarily due to the consistently evolving role of school’s in our society. Academic achievement is no longer the sole aim of our education institutions, in fact the development if the ‘whole student’ now takes priority over academic achievement. The previous approach to education and educators now realise that their sole focus can longer be ensuring that as many of their students reach third level education, they must now shift their focus on developing skills in students which will be valuable for both students who plan to continue their education past post-primary level and the student who'll decide to leave school once they are sixteen.

 

Elements of wellbeing such as being social, being healthy & physically active, being confident will be linked into the lessons whenever possible. This will allow students to develop resilience which will be invaluable to students no matter which stage they complete their education at.

 

What is assessment? Assessment provides teachers, students and parents with critical information surrounding the student’s knowledge of the content. The Senior Cycle Physical Edication framework states that “Assessment provides learners with feedback on their learning. It provides teachers with information about what students are learning, how they are learning and how teaching and learning can be planned and improved. It provides parents with information on their child’s progress in physical education.” (SCPE, Assessment, 2011). Throughout this assessment I will be using assessment in each lesson to provide me with information surrounding the students understanding of the content. If student’s have a depth of knowledge on the content and I am seeing a continuous improvement in their understanding of the content, then this informs me that the current approach being taken in lessons is engaging and beneficial. However if I see that student’s knowledge is not improving or even worsening then this inform the teacher that they may have to alter their pedagogy to better meet the needs of their students.

 

Student assessment that will used can be divided into number of methods – formal assessment and informal observation by teacher, self and peer assessment by students and recording of individual achievement in student portfolio (JCPE, Assessment, 2015). I will begin each lesson with informal assessment through the use of higher and lower order questioning at the beginning of each lesson. The focus of questions will be to evaluate students retention of knowledge from the previous lesson and to assess whether any students have any prior knowledge of the content being discussed in the lesson they are about to complete. This informal assessment will continue throughout the lesson  

to ensure that students have an understanding of the content being explained to them. Peer assessment will also be utilized during activities to provide students with greater control over their own learning. Students will be provided with task cards which will advise them on the feedback they can provide their partner to improve their execution of skills. Students will also be given self-assessment task cards to complete at the conclusion of each lesson. These task cards are designed to get students to reflect upon their performance during the lesson. It will ask students to focus on positive aspects while asking them to reflect on aspects on which they can improve. This will give students greater self-awareness of their progress and guide them on what steps they can take to improve their performance.

Students will begin to understand Spike ball. They will be able to list the rules of spike ball. 

 Psychomotor Domain

Students will learn the ready position and will be able to use it throughout the lesson. 

 Affective Domain

Students will feel comfortable playing. They will feel a sense of achievement by the end of their first lesson.

Assessment
Questioning
Observation
Visual and verbal assessment

Verbal assessment and discussion

Lesson Content
Housekeeping

INTRODUCTION

·         Get the students to fill in the assessment sheet from the previous scheme. 

 

MAIN BODY OF THE LESSON

·         Ball handling skills

 

CONCLUSION

Feedback. 

Students will further develop their understanding of the rules. They will learn the teaching points of the hit.  Psychomotor  Domain:

Be able to execute the hit in a game. 

Affective Domain: 

Students will work together to help each other to improve on the skill, by working in teams and giving advice.

Assessment
Questioning
Observation

Visual and verbal assessment

 Verbal assessment and discussion

Lesson Content
Housekeeping

 

INTRODUCTION

 

MAIN BODY OF LESSON

 

CONCLUSION

Feedback from students. 

Students understand that the volley or hit is now touch 3. 

 Psychomotor  Domain

Students practice previous skills during games and can attempt the volley. 

Students communicate during the games and help each other to understand and execute the volley.

Assessment
Questioning

Observation

Visual and verbal assessment

Verbal assessment and discussion

Lesson Content
Housekeeping

INTRODUCTION

 

MAIN BODY OF LESSON

 

CONCLUSION

·         Recap on the lesson

Get feedback from the students during discussion.  

Students have a good understanding of the 3 touch principle. This will be evident during the games. 

Students are able to execute the dig and bring it forward into game situations. 

They begin to work as a team and not an individual. All students should feel involved.

Assessment
Questioning
Observation
Visual and verbal assessment

Verbal assessment and discussion

Lesson Content
Housekeeping

INTRODUCTION

 

MAIN BODY OF LESSON

·         The teaching points of the dig & a game practicing the dig. 

 

CONCLUSION

Get feedback from students. 

Students understand the rules, when to rotate and when they can hit. 

Students are able to execute all skills at a basic level in game situations where they are put under pressure. 

Students feel comfortable in the game situation. They should feel as part of a team.

Assessment
Questioning
Observation
Visual and verbal assessment

Verbal assessment and discussion

Lesson Content
Housekeeping

INTRODUCTION

 

MAIN BODY OF LESSON

 

 

CONCLUSION

 

.

Prior Skills: The learners have developed their throwing, catching, hopping, running and kicking skills in the last scheme block to the best of their own abilities. Some of the learners have developed a good mastery of the skills however there are weaker learners in the class who have struggled with these skills. Furthermore some of the learners would not be as fit as other learners in the class and some struggled to get through an entire class.

 

Prior Attitudes: The learners so far have all shown a very positive attitude towards PE class. Last week though there was issues with laces, jewelry and hair not being tied back so I need to make sure that these problems are rectified this week.

Students learn vocabulary related to basketball and how to distinguish it from its homonyms.

Students develop their oral literacy skills by communicating in class discussions and game situations.

Students respond to written and spoken instructions.

Students fill out questionnaires and write on the whiteboard. 

 

Students keep records of scores such as completed passes/baskets.

Students add up the scores of teams combined.

Students help to lay out grids in geometric shapes given distances.

Students must divide their teams into two/three for activities.

 

Students will develop their abilities to work in group/team settings in game scenarios and discussions/questioning on topics.

Students will set plans & goals for themselves and their groups before problems/activities and then find the best strategy to achieve these goals.

Students will use their creativity to solve problems based around skills and gameplay principles.

Glen Resource Hall

Spikeballs x20

Non-Slip Cones

Bibs x 16 (Mixed colours).

Questionnaires

Whiteboard & Markers

NSW Department of Education and Communities, 2015, p 3. 

 

The importance of wellbeing is being increasingly highlighted in education in recent years. This is primarily due to the consistently evolving role of school’s in our society. Academic achievement is no longer the sole aim of our education institutions, in fact the development if the ‘whole student’ now takes priority oer academic achievement. The previous approach to education and educators now realise that their sole focus can longer be ensuring that as many of their students reach third level education, they must now shift their focus on developing skills in students which will be valuable for both students who plan to continue their education past post-primary level and the student whol decide to leave school once they are sixteen.

 

Elements of wellbeing such as being social, being healthy & physically active, being confident will be linked into the lessons whenever possible. This will allow students to develop resilience which will be invaluable to students no matter which stage they complete their education at.

 

What is assessment? Assessment provides teachers, students and parents with critical information surrounding the student’s knowledge of the content. The Senior Cycle Physical Education framework states that “Assessment provides learners with feedback on their learning. It provides teachers with information about what students are learning, how they are learning and how teaching and learning can be planned and improved. It provides parents with information on their child’s progress in physical education.” (SCPE, Assessment, 2011). Throughout this assessment I will be using assessment in each lesson to provide me with information surrounding the students understanding of the content. If student’s have a depth of knowledge on the content and I am seeing a continuous improvement in their understanding of the content, then this informs me that the current approach being taken in lessons is engaging and beneficial. However if I see that student’s knowledge is not improving or even worsening then this inform the teacher that they may have to alter their pedagogy to better meet the needs of their students.

Student assessment that will used can be divided into number of methods – formal assessment and informal observation by teacher, self and peer assessment by students and recording of individual achievement in student portfolio (JCPE, Assessment, 2015). I will begin each lesson with informal assessment through the use of higher and lower order questioning at the beginning of each lesson. The focus of questions will be to evaluate students retention of knowledge from the previous lesson and to assess whether any students have any prior knowledge of the content being discussed in the lesson they are about to complete. This informal assessment will continue throughout the lesson  

to ensure that students have an understanding of the content being explained to them. Peer assessment will also be utilised during activities to provide students with greater control over their own learning. Students will be provided with task cards which will advise them on the feedback they can provide their partner to improve their execution of skills. Students will also be given self-assessment task cards to complete at the conclusion of each lesson. These task cards are designed to get students to reflect upon their performance during the lesson. It will ask students to focus on positive aspects while asking them to reflect on aspects on which they can improve. This will give students greater self-awareness of their progress and guide them on what steps they can take to improve their performance.

 

 

It will be critical that learning outcomes be shared with students at the beginning of each lesson so that each group will understand what aims they are trying to achieve throughout the lesson. This will then provide the group with the common goal which they will work towards achieving throughout the lesson.  Students can then slot into their roles accordingly to facilitate the completion of this aim. This will teach students important skills such as positive interdependence during the group activity, individual accountability for their role within the group, group processing and reflection on what things they did well and poorly during the activity and finally the enhancement of social skills through face to face interaction. The development of these skills will emphasise the value of team ethics to students which is a critical skill for students.

-Students Understand the importance of support play and pass selection in a competitive possession game of Basketball.

-Students can differentiate -between different types of Sport

 Psychomotor  Domain

The students can Execute a Chest Pass and bounce pass to a moderate level of proficiency in a competitive scenario.

 Affective Domain

The students develop their ability to work with other individuals in a team setting.
Assessment
Teacher Observation

Teacher Questioning
Peer Assessment
Lesson Content
Housekeeping

-Roll Call.

-Outline the Class procedures for module.

-Students get Changed.

- Students with notes.

-Passing-Chest & Bounce Pass

-Support Play

-Pivoting

 

Students Jog the perimeter of the hall and complete the motions:

Jogging-Side Stepping-Karaoke.

Lunge

Skipping

Side step

Low Shuffle

Lean Fall Run

Arm stretch (Triceps Cross body) x2 each

Chest Pass and Bounce Pass demo – Support Play

Three Passes before score - One bounce pass*

Recap of Key Points & Stretching 

-Students Understand the importance of support play and pass selection in a competitive possession game of Basketball.

-Students can explain the rules surrounding the lay-up and describe the steps to doing a lay-up.

 Psychomotor  Domain

-The students can Execute a Chest Pass and bounce pass to a moderate-high level of proficiency in a competitive scenario.

-Students demonstrate the ability to complete a lay-up in a non-competitive scenario to a moderate to-high level of proficiency and moderate level of proficiency against opposition

 Affective Domain

-The students develop their ability to work with other individuals in a team setting.

-Students feel that they enjoy the basketball lesson and are comfortable in playing.
Assessment
Teacher Observation
Teacher Questioning
Self Assessment
Group Work
Lesson Content
Housekeeping

-Roll Call.

-Outline the Class procedures for module.

-Students get Changed.

- Students with notes.

INTRODUCTION

-Passing-Chest & Bounce Pass

-Support Play

-Pivoting

-Lay-Ups

 

MAIN BODY OF LESSON

(As Above)

Possession Games:

FOCUS: Supporting Player – Catching with ‘W’ Shape.

 

Prisoner Game:

FOCUS: 

Moving forward with Ball (via support) - Pivoting

 

Demonstrations: Lay-ups

Activity: Lay-up & Recycle

 

Half Court Games:

*Can only score with Lay-up

 

CONCLUSION

Recap of Key Points (Intro) & Stretching.

Feedback (Individual & Group) 

-Students Understand the importance of support play and pass selection in a competitive possession game of Basketball.

-Students can explain the rules surrounding the lay-up and describe the steps to doing a lay-up.

-Students can understand and explain the basic points in shooting in basketball.

 Psychomotor  Domain

-The students can Execute a Chest Pass and bounce pass to a high level of proficiency in a competitive scenario.

-Students demonstrate the ability to complete a lay-up to a high level of proficiency uncontested and moderate level of proficiency against opposition.

 Affective Domain

-The students develop their ability to work with other individuals in a team setting.

-Students feel that they enjoy the basketball lesson and are comfortable in playing.
Assessment
Teacher Observation

Teacher Questioning
Peer Assessment
Group Work
Lesson Content
Housekeeping

-Roll Call

-Outline the Class procedures for module

-Students get Changed

-Students with notes

INTRODUCTION

-Support Play - Pivot

-Lay-Ups

-Shooting

 

MAIN BODY OF LESSON

Warm-Up:

(As Above)

Ball Work: Problem Solving – Figure of 8 Relay

 

Prisoner Game

-Pivot & Support Play.

 

Lay-Up Shooting Competition between teams Left & Right.

 

Shooting from Range:

When? Rules? Points -  Knee Bend – Support hand -  Wrist flick.

 

Half Court Games:

Lay-ups only - > Lay-ups and Shooting from distance.

 

CONCLUSION

Stretching and Recap of Key Points (Intro)

Feedback.

 Students will understand and describe the importance of a quick transition between defence and attack.

Students will be able to comprehend, put together (Visualise and move players in demo) explain the reason for defensive positioning near the hoop.

 Psychomotor  Domain

 Students will be able to execute a low shuffle defensive position and screen attackers.

Pass effectively in game situations.

 Affective Domain

 Feel that they are improving in their skills and knowledge of Basketball.

Feel that they are getting a chance to participate.
Assessment
Teacher Observation

Teacher Questioning 

 Peer Feedback
Self Assessment
Lesson Content
Housekeeping

 

Defensive Play (Man Marking/Positioning & Tackle stance)

Build up play Quick Transition Back-Forward

 

-Warm-Up: Focus on low shuffle

 

-Figure of 8 relay: Staying low KEY POINT: 

 

-Prisoner Game *Without dribble = Quick Transition

* With Dribble = Stay low to tackle ball mid dribble

 

Defensive Positioning demo in the KEY

Half Court games -Layup only & Defence can screen

Stretch and Recap of Key Points 

Students are able to recognise and explain a zonal marking system.

Students outline the key principles of attacking in numbers with pace.

 Psychomotor  Domain

Students execute effective marking.

Students pass quickly and effectively.

Students feel that they are progressing in terms of tactical and skill development
Assessment
Teacher Questioning

Teacher Observation
Self Assessment
Peer Assesment
Group Work
Lesson Content
Housekeeping

Defensive Man Marking

Attacking with Pace

 

Bib Tag

 

Follow Leader Reaction Game (Marking)

 

Prisoner Game * 3 seconds possession rule

Whiteboard Discussion

Demo Zonal Marking using whiteboard

½ Court Games * 3 Second Rule.

 

CONCLUSION

Stretch and Recap of Key Points 

Students demonstrate an ability to recognize and apply the principles and skills learned in the module to game situations.

Students demonstrate and ability to execute the skills learned over the module to a moderate-good level of proficiency in competitive scenarios

Affective Domain
Students enjoy taking part in fun games.

Students feel that they are now more knowledgeable and competent in basketball.

Assessment
Teacher Questioning

Teacher Observation
Group Work
Lesson Content
Housekeeping

INTRODUCTION

Putting into practice skills and principles learned.

 

MAIN BODY OF LESSON

Reaction game

Prisoner Game

Layup competition

Free throw competition

Half Court tournament

 

CONCLUSION

Stretching and discussion about the module and the next module.

 

.

Prior Skills: The learners have developed their throwing, catching, hopping, running and kicking skills in the last scheme block to the best of their own abilities. Some of the learners have developed a good mastery of the skills however there are weaker learners in the class who have struggled with these skills. Furthermore some of the learners would not be as fit as other learners in the class and some struggled to get through an entire class.

 

Prior Attitudes: The learners so far have all shown a very positive attitude towards PE class. Last week though there was issues with laces, jewelry and hair not being tied back so I need to make sure that these problems are rectified this week.

Students learn vocabulary related to basketball and how to distinguish it from its homonyms.

Students develop their oral literacy skills by communicating in class discussions and game situations.

Students respond to written and spoken instructions.

Students fill out questionnaires and write on the whiteboard. 

 

Students keep records of scores such as completed passes/baskets.

Students add up the scores of teams combined.

Students help to lay out grids in geometric shapes given distances.

Students must divide their teams into two/three for activities.

Students will develop their abilities to work in group/team settings in game scenarios and discussions/questioning on topics.

Students will set plans & goals for themselves and their groups before problems/activities and then find the best strategy to achieve these goals.

Students will use their creativity to solve problems based around skills and gameplay principles.

Non-Slip Cones

Bibs x 16 (Mixed colours).

Questionnaires

Whiteboard & Markers

NSW Department of Education and Communities, 2015, p 3. 

 

The importance of well being is being increasingly highlighted in education in recent years. This is primarily due to the consistently evolving role of school’s in our society. Academic achievement is no longer the sole aim of our education institutions, in fact the development if the ‘whole student’ now takes priority over academic achievement. The previous approach to education and educators now realize that their sole focus can longer be ensuring that as many of their students reach third level education, they must now shift their focus on developing skills in students which will be valuable for both students who plan to continue their education past post-primary level and the student whl decide to leave school once they are sixteen.

 

Elements of well being such as being social, being healthy & physically active, being confident will be linked into the lessons whenever possible. This will allow students to develop resilience which will be invaluable to students no matter which stage they complete their education at.

 

What is assessment? Assessment provides teachers, students and parents with critical information surrounding the student’s knowledge of the content. The Senior Cycle Physical Education framework states that “Assessment provides learners with feedback on their learning. It provides teachers with information about what students are learning, how they are learning and how teaching and learning can be planned and improved. It provides parents with information on their child’s progress in physical education.” (SCPE, Assessment, 2011). Throughout this assessment I will be using assessment in each lesson to provide me with information surrounding the students understanding of the content. If student’s have a depth of knowledge on the content and I am seeing a continuous improvement in their understanding of the content, then this informs me that the current approach being taken in lessons is engaging and beneficial. However if I see that student’s knowledge is not improving or even worsening then this inform the teacher that they may have to alter their pedagogy to better meet the needs of their students.

 

 Student assessment that will used can be divided into number of methods – formal assessment and informal observation by teacher, self and peer assessment by students and recording of individual achievement in student portfolio (JCPE, Assessment, 2015). I will begin each lesson with informal assessment through the use of higher and lower order questioning at the beginning of each lesson. The focus of questions will be to evaluate students retention of knowledge from the previous lesson and to assess whether any students have any prior knowledge of the content being discussed in the lesson they are about to complete. This informal assessment will continue throughout the lesson to ensure that students have an understanding of the content being explained to them. Peer assessment will also be utilised during activities to provide students with greater control over their own learning. Students will be provided with task cards which will advise them on the feedback they can provide their partner to improve their execution of skills. Students will also be given self-assessment task cards to complete at the conclusion of each lesson. These task cards are designed to get students to reflect upon their performance during the lesson. It will ask students to focus on positive aspects while asking them to reflect on aspects on which they can improve. This will give students greater self-awareness of their progress and guide them on what steps they can take to improve their performance.

 

It will be critical that learning outcomes be shared with students at the beginning of each lesson so that each group will understand what aims they are trying to achieve throughout the lesson. This will then provide the group with the common goal which they will work towards achieving throughout the lesson.  Students can then slot into their roles accordingly to facilitate the completion of this aim. This will teach students important skills such as positive interdependence during the group activity, individual accountability for their role within the group, group processing and reflection on what things they did well and poorly during the activity and finally the enhancement of social skills through face to face interaction. The development of these skills will emphasise the value of team ethics to students which is a critical skill for students.

Students will understand how important to reach the recommended levels of physical activity every day.

Students will participate in both individual and team activities

Students get involved in group discussions and work collectively to solve a problem

Assessment
Students will understand the concepts and principles of physical activity.

Students will get to participate in various different forms of physical activity.

Students gain a positive experience of physical activity and are encouraged to become physically active

Lesson Content
INTRODUCTION

Students will complete a word run for their warm-up where they will work together as a team to complete a work sheet on physical activity.

 Students got the opportunity to participate in various different activities. Students will get to do activities as individuals, pairs and individuals. Students will also get to choose 

 

Students completed a team activity where they had to work together to create letters or numbers on the ground. After this, the class reflect on the worksheet they had all completed in the warm-up.

 Students will do a True/False zone warm-up. Students will be asked questions about lesson 1, students must then run to either the true or false zone depending on whether they think the statement is true or false.

 Students will participate in a game of cross the field where they must try and get across the hall without being caught. Students will then move onto stations. The activity at each station is to be done individually.

Students will finish the lesson by leading some static stretching. Students will then reflect on the content and activities covered during the lesson

Students will identify the link between the increase in exercise intensity and heart rate

 

Students will learn and practise how to take and record their pulse

 

 Affective Domain

Students have a strong working relationship

Assessment
Students will be observed by their teacher applying pulse measuring techniques during the introduction and throughout the lesson.

 

Students can recognise that different heart rates reflect the intensity of their exercise

Lesson Content
INTRODUCTION

Students will be taught about heart rate and how it reflects how hard their body is working during physical activity. They will also be shown how to measure and record their heart rate

Students will begin the lesson by performing various tasks at moderate intensity to increase their heart rate slowly. As the lesson progresses the intensity of the activities will increase and students will be able to monitor their heart rate increasing.

Students perform modified game at moderate intensity to bring down their heart rate slowly. Students will then reflect on post exercise heart rate recordings from throughout the session.

Students understand the role of endurance in physical activity

 

 Psychomotor  Domain

 Students perform stretches focusing on the major muscles groups.

 

 

Students notice differences in flexibility and cardiovascular endurance between individuals

Assessment
Students control and technique during stretches will be monitored by the teacher

 

Students will place greater emphasis on ensuring they perform each stretch correctly, without under or over stretching

 

Students will monitor their heart rate before and during cardiovascular activity.

Lesson Content
Introduction

The importance of flexibility and agility in physical activity will be emphasised to the students. Students will also be told that flexibility can be improved through regular stretching when it is performed correctly.

Student get to participate in various fun games such as dodgeball which are designed to increase their heart rate. Student’s heart rate will gradually increase after each activity. Students will record their heart rate after each activity.

Students will participate in a cool-down game to bring down their heart rate slowly. They will then do some stretches to help maintain their flexibility following the lesson. Students will then reflect on the content of the lesson and examine the changes in their heart rate throughout the lesson.

Students understand the role of endurance in physical activity

 
Psychomotor  Domain

 Students perform stretches focussing on the major muscles groups.

 

 Affective Domain

Students notice differences in flexibility and cardiovascular endurance between individuals

Assessment
Students control and technique during stretches will be monitored by the teacher

 

Students will place greater emphasis on ensuring they perform each stretch correctly, without under or over stretching

 

Students will monitor their heart rate before and during cardiovascular activity.

Lesson Content
Introduction

The importance of flexibility and agility in physical activity will be emphasized to the students. Students will also be told that flexibility can be improved through regular stretching when it is performed correctly.

Student get to participate in various fun games such as dodgeball which are designed to increase their heart rate. Student’s heart rate will gradually increase after each activity. Students will record their heart rate after each activity.

Students will participate in a cool-down game to bring down their heart rate slowly. They will then do some stretches to help maintain their flexibility following the lesson. Students will then reflect on the content of the lesson and examine the changes in their heart rate throughout the lesson.

Students record average number of steps using the correct mathematical formula.

 
 Psychomotor  Domain

Students will perform exercise of moderate and light intensity while trying to reach target of ‘100 steps per minute’

 

Students will feel a sense of achievement from completing challenge.

Assessment
Student ability will be assessed by the teacher so that students will be able to increase their step count.

 

Students keep count of their own total steps and their average steps per minute.

 

Students observe each other and correct each other’s technique faults.

Lesson Content
INTRODUCTION

 Students are introduced to a pedometer. It will be explained that its function is to count footsteps. There will be a progression in intensity throughout the lesson and students will be encouraged to meet the recommendation of ‘100 steps per minute’

 

Students will be introduced to a pedometer and will then walk around for 3 minutes. They shall then record their heart rate and step count. Students will the do another 3 minutes of activity at a moderate intensity and will attempt to reach 100 steps per minute. 

The lesson will conclude with some students led stretches. This will be observed by the teacher to ensure that students are completing these stretches with the correct technique. 

 

.

Prior Skills: The learners have developed their throwing, catching, hopping, running and kicking skills in the last scheme block to the best of their own abilities. Some of the learners have developed a good mastery of the skills however there are weaker learners in the class who have struggled with these skills. Furthermore some of the learners would not be as fit as other learners in the class and some struggled to get through an entire class.

 

Prior Attitudes: The learners so far have all shown a very positive attitude towards PE class. Last week though there was issues with laces, jewelry and hair not being tied back so I need to make sure that these problems are rectified this week.

 

Rather than the competitive atmosphere of other strands, gymnastics relies on cooperation. Students work on technique and sequences together. Some pupils will act as exemplars for their colleagues, they may develop more quickly and “use their body to ‘teach’ other students” (Barker, 2015, p.607). Gymnastics is a multimodal activity, where students learn through both participation and observation. This increased use of cooperative learning rather than direct instruction empowers students.

 

Gymnastics allows for creative expression while developing critical health-related fitness components including muscular strength, endurance and flexibility. Gymnastics is “an outstanding medium for exploration, communication… and character building” (Quennerstedt, 2015, p.569)

 

The intended learning outcome to conclude the unit, to “create a sequence of movement or routine based on a gymnastic theme (on their own or with others)”, suits cooperative learning elements quite naturally. Students will need to fully embrace the elements of PIGS Face, including “positive interdependence: students succeed in a task only if the other group mates succeed too… individual accountability: students must contribute to the group’s goal” (Fernandez-Rio et al, 2017, p.90), in order to comprise an effective sequence after working at various themes over the course of several weeks. Students will subscribe to the notion of communal achievement, while recognizing the value and role their own involvement in the task may have: “deemed to be cooperative when a goal attained by an individual is positively correlated with the achievement of …other group members” (LaFont, 2017, p.327) This increased use of cooperative learning rather than direct instruction empowers students and begins to treat them with a greater level of dignity and respect. Placing faith in students, believing they are capable of a higher level of autonomy is critical, if students receive positive affirmation about their potential, they will respond in kind; “When teachers expected...children would show greater intellectual development, those children did show greater intellectual development” (Rosenthal, 1968, p.20). This promotes a great sense of self-efficacy, promoting this positive sense of self is one of the critical ideas behind Wellbeing in the Junior Cycle. Students will be given every opportunity to succeed in their assessment, as outlined above: “Ongoing assessment should contribute to ensuring that students have a positive sense of themselves as learners and a strong sense of their own self-efficacy” (NCCA, 2017, p.35)-. The affective domain is critical to the Personal and Social responsibility  model 

Students learn vocabulary related to basketball and how to distinguish it from its homonyms.

Students develop their oral literacy skills by communicating in class discussions and game situations.

Students respond to written and spoken instructions.

Students fill out questionnaires and write on the whiteboard. 

 

Students keep records of scores such as completed passes/baskets.

Students add up the scores of teams combined.

Students help to lay out grids in geometric shapes given distances.

Students must divide their teams into two/three for activities.

NSW Department of Education and Communities, 2015, p 3. 

 

The importance of wellbeing is being increasingly highlighted in education in recent years. This is primarily due to the consistently evolving role of school’s in our society. Academic achievement is no longer the sole aim of our education institutions, in fact the development if the ‘whole student’ now takes priority oer academic achievement. The previous approach to education and educators now realise that their sole focus can longer be ensuring that as many of their students reach third level education, they must now shift their focus on developing skills in students which will be valuable for both students who plan to continue their education past post-primary level and the student whol decide to leave school once they are sixteen.

 

Elements of wellbeing such as being social, being healthy & physically active, being confident will be linked into the lessons whenever possible. This will allow students to develop resilience which will be invaluable to students no matter which stage they complete their education at.

 

 

What is assessment? Assessment provides teachers, students and parents with critical information surrounding the student’s knowledge of the content. The Senior Cycle Physical Education framework states that “Assessment provides learners with feedback on their learning. It provides teachers with information about what students are learning, how they are learning and how teaching and learning can be planned and improved. It provides parents with information on their child’s progress in physical education.” (SCPE, Assessment, 2011). Throughout this assessment I will be using assessment in each lesson to provide me with information surrounding the students understanding of the content. If student’s have a depth of knowledge on the content and I am seeing a continuous improvement in their understanding of the content, then this informs me that the current approach being taken in lessons is engaging and beneficial. However if I see that student’s knowledge is not improving or even worsening then this inform the teacher that they may have to alter their pedagogy to better meet the needs of their students.

 

 Student assessment that will used can be divided into number of methods – formal assessment and informal observation by teacher, self and peer assessment by students and recording of individual achievement in student portfolio (JCPE, Assessment, 2015). I will begin each lesson with informal assessment through the use of higher and lower order questioning at the beginning of each lesson. The focus of questions will be to evaluate students retention of knowledge from the previous lesson and to assess whether any students have any prior knowledge of the content being discussed in the lesson they are about to complete. This informal assessment will continue throughout the lesson  

to ensure that students have an understanding of the content being explained to them. Peer assessment will also be utilised during activities to provide students with greater control over their own learning. Students will be provided with task cards which will advise them on the feedback they can provide their partner to improve their execution of skills. Students will also be given self-assessment task cards to complete at the conclusion of each lesson. These task cards are designed to get students to reflect upon their performance during the lesson. It will ask students to focus on positive aspects while asking them to reflect on aspects on which they can improve. This will give students greater self-awareness of their progress and guide them on what steps they can take to improve their performance.

 

 

It will be critical that learning outcomes be shared with students at the beginning of each lesson so that each group will understand what aims they are trying to achieve throughout the lesson. This will then provide the group with the common goal which they will work towards achieving throughout the lesson.  Students can then slot into their roles accordingly to facilitate the completion of this aim. This will teach students important skills such as positive interdependence during the group activity, individual accountability for their role within the group, group processing and reflection on what things they did well and poorly during the activity and finally the enhancement of social skills through face to face interaction. The development of these skills will emphasise the value of team ethics to students which is a critical skill for students.

Create a sequence of movement or routine based on a gymnastic theme (on their own or with others), incorporating a variety of composition techniques and gymnastics skills 

Reflecting on performance- Refine their performance based on a critique of a video of their performance and/or feedback from others Performing -Perform the dance/gymnastics sequence of movement for an audience incorporating appropriate music and/or props 

Reflect on their experience of creating and participating in a performance

 

Other learning intentions of this model include:

Respect the rights and feelings of others

Participate and put in effort

Be self-directed

Be sensitive and responsive to the well-being of others

Transfer what they learn outside the learning environment

 Students learn that respect is a number one priority in the lesson and it must be addressed right away

Respect must be revisited often (Chambers & Luttrell,2013) 

Understand how to control their body positioning by learning about a variety of symmetrical static holds.

 

Psychomotor Domain: Perform a barrage of positions accurately. They will refine and revise technique as part of devising a sequence

 
Affective Domain:

Participate in a group sequence supporting each all team members

Assessment
Teacher observation
Questioning

 Peer Feedback- 

 Self Assessment
Questioning

Lesson Content
Housekeeping

Roll call, jewellery check, gear check (students are advised not to wear runners), non-participants are presented with a work sheet, equipment is laid out

-Explaining course components and controlling the body through different shapes/positions.

 

 

Warm-Up Game- Simon Stretches- Students complete dynamic/static stretches relevant to gymnastics e.g. In stretch position students stretch their shoulder muscles

 

Development 1- Working on 4 positions- Stretch, Front support, dish, and back support.

Development 2- Focus on Pike, Tuck, Straddle,  and Dish 

Climax- Forming a sequence comprising 6 movements beginning in stretch and finishing in arch.

 

Cool-Down: Static stretches to loosen out muscles

Identify what students found difficult, and review features of quality on the learning wall.

Resources
12 Mats

Learning Wall

Photos

Music (Warm-up)

CD Player

Skills Card

 

 Psychomotor Domain: Imitate a series of rolls, perform a sequence containing rolls and shapes.

 

 Affective Domain: Communicate effectively in a group to create a composition while considering safety of others.

Assessment
Teacher Questioning and observation 

 Peer Assessment (Skill Cues of  rolls are used teacher circulates) Teacher Questioning
Self-Assessment.

Lesson Content
Housekeeping

Roll-Call, Gear Check, Jewellery check, note check and activity sheet prepared for non-participants equipment is prepared

 

Quick recap of shapes and positions using learning wall, discussion of rolling/travelling (Do student know rolls? etc.)

 

MAIN BODY OF LESSON-

Warm-up- Over the Bridge- Students use the Pencil roll to practice rolling across the “bridge” (i.e. mats) 

 

Stretches used help review positions (e.g straddle position stretching groin)

 

Development 1: Shape revision through rolls, dish to arch roll, Rocking and Rolling through tuck position etc.

 

Development 2: Teddy Bear Rolls and Side Rolls. Teddy Bear also revises straddle position. Side-rolls begin with one leg out later both tucked in.

 

Climax- Forward Roll: Forward roll is nuanced, requires time. Support holds will be taught to students as they work in pairs. A demonstration and skill cues are provided. A rocking tuck roll suffices for students lacking in confidence.

 

Cool Down- The teacher calls out a shape which students imitate, stretching as they perform it. Followed by a light walk and static stretching.

Resources
12 Mats

 24 Bean Bags

Learning Wall

Photos

Exit Cards

Pens 

Skills Cards 

 

Psychomotor Domain
Complete individual, and paired balances as part of a sequence.

 

Affective Domain Communicate with colleagues effectively. Exemplify equanimity through balance tasks.

Assessment
Teacher Questioning

Teacher observation (safety/technique)  Peer teaching (sequence), self-assessment (students must know own limits when designing something)

Self-assessment through exit card.

Lesson Content
Housekeeping

Roll-Call, Gear Check, Jewellery check, note check (activity sheet prepared for non-participants) equipment preparation.

A review of previous week’s work and a discussion of class theme (what is balance, Can anyone describe symmetry/asymmetry.)

 

 

Warm-Up- “Crab-Walk Tag”- In back support position, 4 students are “on” (two games at once). Tagged players stand on one leg on a mat until freed by a colleague. Raises heart rate while introducing balance.

 

Development 1- Individual Balances (Basic) - Standing, Arabesque, Down on One Knee (one foot on the ground, one in air etc.). Students are shown some basic balances, then create their own symmetrical or asymmetrical movements.

 

Development 2- More complex Balances challenging students’ body control (One foot/one hand in the air, Plank with one leg off the floor, back support with one arm in the air, side plank etc). 

 

Development 3- Partner Balance and Sequence- Students work in pairs developing balances (Crossing hands and squatting opposite, “Superman Stretch” clasping hands, Bridge position in stretch). 

 

Followed by creating a 4 move sequence, beginning in stretch position, with one individual balance, one pair balance, and one roll, concluding in stretch.

 

 CONCLUSION

Cool-Down- Each student is equipped with a bean bag which they try to keep balanced on their head while performing earlier balances. Accompanied by light stretching.

 

Followed by a class review, distinguishing between symmetry, asymmetry and different balances.

Resources
12 Mats

 24 Bean Bags

Learning Wall

Photos

Exit Cards

Pens 

Skills Cards 

Interpret the concept of weight transference, understanding handstands are any movement where hands support the body’s weight off the ground.

 

·Psychomotor  Domain

Operate handstand elements confidently and safely showing strength in maneuvering the body.

 

Show concern for colleagues’ safety when performing. Communicate their thoughts confidently lifting their legs to a height they’re comfortable at.

Assessment
Teacher Questioning/Assessment
A combination of peer and teacher assessment
Self-Assessment/ teacher questioning.

Lesson Content
Housekeeping 

Roll-Call, Gear Check, Jewellery check, note check (activity sheet prepared for non-participants) equipment preparation.

Introduction
Discussion of weight transference (what does it mean, when is it used etc).Handstand is displayed  (do not focus overtly on leg height)

 

 Warm-Up: Wheelbarrow races- A fun partner task. One person lifts their partner by the legs, partner uses their hands to move along the floor. It raises the pulse while gauging strength needed for handstand.

 

Development 1: Donkey Kicks- Using a bench as a support students initially practice the rocking movement, placing weight over the wrists, subsequently practice raising hips tucking legs to bum.

 

Development 2: Donkey Kicks/Low- On the mats, participants refine Donkey Kicks, learning to step into the donkey kick slowly straightening the legs.

 

Development 3: Students continuously stepping into handstand with straight legs (never bring legs up over 45 degrees). Students comprise a sequence, with a balance, roll, and handstand all included.

 

 

Cool-Down- Light static stretching, focusing on shoulders, wrists and hamstrings.

 

Reviewing handstand (reminding students the action, of lifting the legs not the height is key)

Resources
Bench 

Cones (race line)

Skills Card

Mats

Learning Wall

Photos

Exit Card

Video (showing handstand)

 
Psychomotor Domain: Show strong body control while straightening their legs and stepping in and out of the cartwheel.

Affective Domain:
Exude confidence in their weight transfer skills leading into performance piece.

Assessment
 Teacher Observation (gauges student readiness to move to higher leg motion)

 Teacher Questioning.

Lesson Content
Housekeeping

Roll-Call, Gear Check, Jewellery check, note check (activity sheet prepared for non-participants) prepare equipment 

A brief review of weight transfer leading into discussing cartwheel and travelling (note: participating in cartwheel not height is more important)

 

Warm-Up- Begin jumping in different shapes around hall. If students touch a mat they must perform 3 donkey kicks on closest mat (review last week’s task)

 

Development 1: Students practice donkey kicks supported by a bench. Followed by donkey kick ¼ turn and ½ turn

 

Development 2: Students step into their donkey kick while on the mats. They gradually proceed to straighten their legs to pike position.

Climax- Re-inforce leg straightening and encourage students greater hip height. For those able encourage legs into a straddle position for full completion of cartwheel.

 

Cool Down- A slow walk is completed first followed by static stretches

 

Discussion of the terminology developed in class, and key cartwheel components while briefly giving advice on next week’s performance session.

Resources
Bench

Skills Card

Mats

Learning Wall

Photos

Exit Card

Video (showing cartwheel)

 

Psychomotor Domain: Perform with an understanding of space and time showing, adapting their performance after video review.

 

Affective Domain:
Have fun while performing with their group.

Assessment 
Teacher Questioning

Teacher observation (performance feedback)

Self- Assessment

Lesson Content
Housekeeping

Roll-Call, Gear Check, Jewellery check, note check (activity sheet prepared for non-participants) equipment is prepared, allocate groups of 4

The themes, skills and features of quality from all weeks are shown. The criteria for a strong sequence is also discussed (creativity, flow, safety)

 

Warm-Up: Pirates! Students perform shapes, jumps, rolls and weight transfer tasks which correspond to ship actions (e.g. Hit the deck!- Arch position, move north- forward roll, Scrub the deck- donkey kicks)

 

Development 1: Students are informed their composition is 9 movements long (2 rolls, 1 weight transference, 3 shapes, 1 individual and 2 pair balances), beginning in stretch and finishing in stretch. Students begin devising their sequence availing of teacher’s help or skill cue cards as needed.

 

Development 2: Students finish their composition and perform in front of the class. Their performance is recorded using the school’s iPads.  

 

Climax- Students review their performance, noting improvement areas. Teacher circulates assisting if needed. Groups perform their revised sequence.

 

Cool-Down- Some dynamic movements , including light skipping and walking followed by stretches

 

A summation of what has been learned about control, poise, theme etc. Students reflect on their development using an exit card.

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·         Basketball Drills: Attacking Off The Catch. (2019). Retrieved from https://www.youtube.com/watch?v=3pTdYzNSPiU

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·         How to - Become a KILLER DEFENDER in Basketball! (Basketball Defense Tips for Young Players). (2019). Retrieved from https://www.youtube.com/watch?v=2i8VKQli29U

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·         Volleyball : How to Block a Volleyball. (2019). Retrieved from https://www.youtube.com/watch?v=avD5UvMudJ0

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·         Walk into Health - How to Use a Pedometer. (2019). Retrieved from https://www.youtube.com/watch?v=fqnTyPdxRYw